Gilberto Arriaza, PhD

Professor

Graduated from the University of California at Berkeley, College of Education, Social and Cultural Studies Program. Dissertation: Conflict and Subordination: A Study of the Intersection of Race, Culture, and School Change in the Socialization of Children of Color. This work looks at cultural practices that perpetuate punitive approaches to social behavior that the school system has deemed unacceptable. While such practices affect all youngsters, they particularly penalize racialized youth. Over the years I have continued this line of inquiry from socio-linguistic and anthropological angles. At the university I have taught courses ranging from organizational theory, leadership, system analysis, school design, to research methods, curriculum planning, community involvement in schools and advocacy, primarily to professional educators concerned with PK-16 learning.

My work experience includes extensive research, leadership coaching and program evaluation in the public school systems. I have centrally worked for non-governmental and higher learning institutions.

Professional Focus

At the core of my work sits the question: What key social and cultural forces intervene in transforming learning institutions into just and equitable social environments? I have done extensive studies of a few social realms: conflict, networks, institutional systems, agency (i.e., leadership), restorative justice. The focal point of my studies has recently consisted of the role of discourse both, as embodiment of values and beliefs, and as a potential source for social change.

Education

Ph. D. 2000. Education (Social and Cultural Studies). University of California, Berkeley. Dissertation: Conflict and Subordination: A Study of the Intersection of Race, Culture, and School Change in the Socialization of Children of Color.

2008-2009 Director. Center for Leadership Equity and Research. A consortium of three CSU campuses' Departments of Educational Leadership. The Center is focused on building research capacity in collaboration with local and state educational organizati

2007-2010 Department Chair, Educational Leadership Department, California State University East Bay. Coordinate a department of 10 full time faculty and 9 lecturers and field supervisors. We serve a student population of about 150.

2007 Program evaluator. Evaluated three key departments (Educational Leadership, Teacher Education, and Curriculum and Instruction) at the College of Education.California State University, Fresno, CA.

2003 - 2005 District-wide Coach. Supported the Alum Rock District to enact a small schools policy. Advised and coached the teams of five schools to create the first three small schools in the district.

2001 - 2006 Co-director Leading for Equity and Achievement Designs (LEAD) Center. San Jose State University. A center focused on K-12 school reform based on the Coalition of Essential Schools principles, expertise, and approaches.

2000 -2007 Professor, Educational Leadership Department, College of Education, San Jose State University. Taught courses on organizational theory, leadership, system analysis, school design, community involvement in schools, advocacy.

2000 -2007 Professor, Educational Leadership Department, College of Education, San Jose State University. Coordinated and taught in the MA degree in Higher Education. Taught in the Joint Doctoral Programs with UC Berkeley and UC Santa Cruz.

2000-2007 Professor ,the joint doctoral programs were 1) a consortium between the University of California at Berkeley, and three CSU campuses: Hayward, San Francisco and San Jose; and 2) a consortium between the University of California at Santa Cruz

cont. and 2) a consortium between the University of California at Santa Cruz, and two CSU campuses: Monterey Bay, and San Jose.

Other Accomplishments

Have chaired numerous dissertation committees on topics ranging from: building social capital in the classroom, institutional dissonance between youth and policy, Parental leadership in schools, implementation of restorative justice approaches, marginalized students and school reengagement, to school leaders’ ideology and social control, English language learners and cultural capital, teacher sustainability.